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Source: Journal of Educational Psychology
Resulting in 2 citations.
| 1. |
Mandara, Jelani Varner, Fatima Greene, Nereira Richman, Scott |
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Intergenerational Family Predictors of the Black–White Achievement Gap Journal of Educational Psychology 101,4 (November 2009): 867-878. Also: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WYD-4XRB1BJ-8&_user=10&_coverDate=11%2F30%2F2009&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1445411383&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=a58744d92191a40bde5e2d07444cc995&searchtype=a Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Child Self-Administered Supplement (CSAS); Chores (see Housework); Ethnic Differences; Family Structure; Grandparents; Home Observation for Measurement of Environment (HOME); Housework/Housewives; Intergenerational Patterns/Transmission; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) The authors examined intergenerational family predictors of the Black–White achievement gap among 4,406 adolescents from the National Longitudinal Survey of Youth. An intergenerational model of the process by which family factors contribute to the achievement gap was also tested. The results showed that the ethnic gaps in socioeconomic status (SES) and achievement had significantly reduced over the past few generations. Moreover, measures of grandparent SES, mothers' achievement, parent SES, and a comprehensive set of reliable parenting practices explained all of the ethnic differences in achievement scores. Parenting practices such as creating a school-oriented home environment, allowing adolescents to make decisions, and not burdening them with too many chores had particularly important effects on the achievement gap. The authors conclude that adjusting for these differences would eliminate the ethnic achievement gap. |
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Bibliography Citation
Mandara, Jelani, Fatima Varner, Nereira Greene and Scott Richman. "Intergenerational Family Predictors of the Black–White Achievement Gap." Journal of Educational Psychology 101,4 (November 2009): 867-878.
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| 2. |
Stipek, Deborah Valentino, Rachel A. |
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Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories Journal of Educational Psychology, Vol 107(3), Aug 2015, 771-788. Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Achievement; Behavior Problems Index (BPI); Children, Academic Development; Cognitive Development; Digit Span (also see Memory for Digit Span - WISC); Educational Attainment; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Verbal Memory (McCarthy Scale) Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academic achievement and years of schooling attained, although the latter was at least partially mediated by predictors' effect on academic achievement in adolescence. The relationship of working memory and attention with academic outcomes was also found to be strong and positive in early childhood but nonsignificant or small and negative in later years. The study results provide support for a "fade-out" hypothesis, which suggests that underlying cognitive capacities predict learning in the early elementary grades, but the relationship fades by late elementary school. These findings suggest that whereas efforts to develop attention and memory may improve academic achievement in the early grades, in the later grades interventions that focus directly on subject matter learning are more likely to improve achievement. |
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Bibliography Citation
Stipek, Deborah and Rachel A. Valentino. "Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories." Journal of Educational Psychology, Vol 107(3), Aug 2015, 771-788.
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